To my mind, multiplication is more important as it provides the logical base for further forward operations. If you know multiplication, you build up from smaller units to larger units and can perform other operations upon the whole or upon parts of the whole. Most importantly, if you know multiplication then you already know division because division is the reverse operation of multiplication. For instance, if you know that 33 times 65 is 2145, then you automatically know that 2145 divided by 65 is 33. And, yes, the reverse can be said: if you know the division of the whole, then you automatically know the multiplication of the parts. Nonetheless, the logical order is to build from the parts to the whole rather than to deconstruct from the whole to the parts.

Multiplication is more important than division because latter is an offshoot of multiplication - just look at the process of long division. In division one uses tables that are the outcome of multiplication though it is itself a repeated addition process.

So in arithmetic, it is all linked. One starts from counting (addition), backward counting (subtraction), multiplication (repeated addition of same quantity) and division (reverse of multiplication). All are important at their own place with their relative importance but one can see it starts with addition.

Assuming this is referring to which is more important to understand/master, I do agree that multiplication is more important to understand/master because it leads to the understanding/mastering of division. Although, division should follow logically from multiplication - putting multiple equal parts together makes a "whole" should lead to "taking away" equal parts a given number of times - the connection seems to be "lost" after long division is turned over to a calculator. Those that truly master multiplication seem to make faster calculations that lead to more quick completion of assignments. I think this creates a more positive experience with math and makes it more enjoyable for the student which leads to further success. It is easier to turn a division problem into multiplication than vice versa. Example: "8 divided by 2" becomes "what times 2 is 8?" not so much with "5 times 2" becoming "what divided by 2 is 5?" Also, it has been my experience that students struggling with math at the 7th grade level or higher (up through college) tend to have a multiplication deficit. This deficit flows into fractions, understanding powers of 10, etc. and deepens the disconnect to other areas of math.

Because "division" is not an independent operation at all. for example, dividing P by Q means inverting Q to 1/Q and then multiply P by 1/Q. In this sense we don't need "division". All we need is a "Real Line" where Q and and 1/Q both lie on the line, all we need is "multiplication and you are done.

(study group theory where real numbers form a group under multiplication and inverse of a number R is 1/R and identity is 1)

you dont necessarily have to mention multiplication and get to the complicated parts basicaaly u need to know the tables if you know the tables you know the multiplication and division is all about multiplying and having to implement ur tables knowledge on the figures:D

#17, the table was formed by using "multiplication". Using the table one will be able to get the multiplication of integers mainly ! But to work with real and irrational numbers one has to understand what multiplication is, but one doesn't necessarily need to understand division, as I have explained in my last comment #15, that if we consider real number group "R" under the binary operation multiplication, then division can be avoided by considering invertion ! Suppose r1, r2 and r3 are three real numbers such that:

r1 * r2 = 1, then r2 is the inverse of r1 and so avoiding division we can say that